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Group 8 ( Tiger, Samuel, Keith, Jack, Cynthia, Jas, Tifu

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Group 8 ( Tiger, Samuel, Keith, Jack, Cynthia, Jas, Tifu

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Activity 1

Q1.

It is a surely yes. Kimmy starts with showing a no diet sign while most of the kindergarten students have no clue of what the sign mean. Then she adds a scenario of eating in a MTR cabin and she introduce to students then it is wrong of eating in MTR. It is efficient to assist students of distinguishing it is wrong of eating in a MTR cabin. Further, Kimmy keep asking question and giving feedback to students to see whether they understand the meaning of the sign. Therefore, Kimmy can adequately to scaffold the student's learning about MTR signs.

Q2.

According to the teacher plan and the evaluation form that Kimmy has created, Kimmy can effectively assess children’s knowledge about the MTR sings and their performance regarding how they respond to the MTR signs.

First of all, Kimmy has already taught the students about the MTR signs. Teachers performed a short play to mimic the situation inside MTR for the students. By using signs and props that the teachers have prepared, students will acknowledge the main content of the lesson.

Secondly, Kimmy conducted a discussion part which is useful for assessing students understanding towards the MTR signs.
Kimmy uses different signs to test students understanding by asking them to raise their hands to answer the question. By seeing if the students can answer the questions, the teacher will know if the students can understand the content. Moreover, in order to assess the class entirely, Kimmy would choose all the students to answer the questions to cater for learning diversity.

Lastly, the teacher also prepared an evaluation form for observing students’ performance. Such design can help with follow up actions. For example, if the teacher found that students are not able to achieve particular item in the task, she could adjust the teaching content and enrich some content to achieve learning outcomes.

Q3.
In order to consolidate students’ knowledge of MTR signs, teacher can divide students into groups (pairs) to do the role play task. Students will use the smiley faces to conduct the assessment. By using the peer assessment, it is easy for students to understand and memorize the MTR signs. They can also learn the strength and make improvements from others. Their learning interests seem to be attracted by the intriguing activity. Teachers can observe students' learning progresses which can help foster the lessons in the future.

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Group 4 ( Adam, Janice, Sophie, Winnie, Ivy and Crystal)

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Group 4 ( Adam, Janice, Sophie, Winnie, Ivy and Crystal)

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Activity 1 question 1

Yes,  Kimmy can adequately scaffold the children’s learning about MTR signs. Teachers have performed an act to show 'eating forbidden sign' in the MTR and showed students that eating is not allowed in the MTR. This delivered the concept  of  'seeing the signs on MTR, follow the' to the students. therefore, they will understand the activity. Moreover, the sign learning part allows students to have a better understanding on the s
igns they are going to see in the following activity so that they can learn more efficiently.

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Activity 1 question 1

Yes. For instance, with the food example, the children start without any knowledge of the meaning of the no-food sign. With the performance, they get a general idea. This explains the fact that the performance is “building” the first floor of the knowledge of the meaning of that sign. Then, during the discussion, she actively gives feedback and asks questions to check students’ understandings towards the signs. The feedback also assists children in building the next floor of the knowledge of the meaning of the sign (not only the mere meaning of the sign, but also, it's context and consequences). The instructions given by Kimmy are also very clear and closely related to the signs. Take looking to the pictures as an example; Kimmy notices students about the wrong behaviour in MTR which help them to understand the sign better.

Activity 1 question 2

The play perhaps is a good mean to teach but not an effective way to assess student’s knowledge. Teacher was guiding the whole play which means students do not actually being assessed but only learning the correct behaviours or the signs in the MTR. Besides, the activities are group-based which means individual’ knowledge or ability is hard to be assessed. This is not a proper way to conduct an assessment. Besides, some items in the evaluation form do not directly relate to the sign meaning's comprehension (1, 2, 3 and 6). In my opinion, point 7 is just wrong. Making children declare to obey all kind of rules in their daily lives is not educating them. The aim from educators should be to let children know rules and try to make them understand why they should follow them, and the consequences of not doing so.

Activity 1 question 3

With this activity, children are really involved into the learning activity, with the discussions about the meaning of the signs, the performances or the peer evaluation. Students are involved in the assessment process whole time indeed. They are involved in non-formal assessment. Play itself is an assessment. It requires students the knowledge of the signs and being able to perform them. This assessment does not test their knowledge only but also the other attributes, like self-esteem, confidence. Besides, the children who are watching and assessing through the smiley faces are actually performing peer assessment. Both students are learning, assessing and being assessed at the same time, either through acting and viewing.

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Q1: Kimmy can adequately scaffold students' learning  in the drama play section. Before the drama play, Kimmy has checked students’ pre-knowledge about signs from their own daily experience, which would be helpful for her delivery and students’ drama play. Also, before students’ practice, teachers and will provide specific characters and perform first to clearly show students what they are going to do. If students have problem in the preparation period, teachers will give them guide questions instead of telling what they should do directly. Using drama play as an AFL can help teachers check whether students have learnt meanings of these signs and what should people do when they see these signs. In addition, for it is a formative assessment, drama play can probably make students more interested  in learning comparing with just telling them the meanings of these signs.

Q3: The children involved in the assessment process through engaging in peer/self assessment, as well as reflecting their own work by others' feedback.
In the group performance part, the children have to work with their partner in pairs, acting out meanings of different signs, this activity requires children's communication. During the activity, the two child might have different ideas or thought on one particular sign, they would help each other, and the child would review his/her own thought and make improvement.
Secondly, the peer assessment after the performance can make sense of assessment information for learning improvement. Audiences raising the sign when the performers showed the meaning of the sign, and such praise action could be done for more than one time. This peer assessment could help the children to review and look at their own learning outcome and performance in others' point and view, which could probably lead to their self-improve.
At the end of the activity, the  the teacher gives feedback would also be an praise or encouragement for the children participating in the performance, and to adjust, adapt and change their understanding later on if there was anything wrong .

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Gp5 (Rosetta, Christie, Janice, Bobo, Joyce, Natalie)

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Gp5 (Rosetta, Christie, Janice, Bobo, Joyce, Natalie)

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Q1: Kimmy can adequately scaffold students’ learning as she gives clear instructions and appropriate feedbacks to students during the drama play session. Students are given clear general roles, for instance, the ‘MTR staffs’ are allowed to stop the ‘passengers’ from wrongdoings. Also, Kimmy asks guiding questions like "what does this sign mean?" "what will the staff of the MTR tell passengers about the contents of this sign?” when students have problems in preparing their own drama. Although she does not directly give them the exact solution, these questions facilitate students to think on their own about how to express the meaning of signs to the audience. They will know what to do in the role play with these guidelines.

Q2: We think Kimmy could not effectively assess children knowledge about the MTR signs and their performance regarding how they respond to the MTR signs. When the children are performing, they are allowed to choose their favourite one from the 5 signs. After the performance, teacher can only assess children's knowledge on the MTR sign that they like, but not all the signs introduced in the lesson. Also, during the performance, it is mentioned that the child performing as the MTR staff can stop the "passenger" child if he/she fails to comply with the sign, but he/she is not required to explain the reason why people need to comply with the sign. Therefore, children's understanding on the sign could not be assessed thoroughly.

Q3: The children are involved in assessment process in the role play the peer assessment by giving out smiley face. Through role playing and watching peers’ role play, the children can not only learn about the sign, but also train and enhance their critical thinking while judging others. Also, according to the reading, the teachers are going to give out feedback after the activities. The children are also involved in assessment process in this part.

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Zhu Chuyue, Lin Ying, Xian Ruixi, Wu Lingrong, Hong Lijie, Crystal, Claire

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Zhu Chuyue, Lin Ying, Xian Ruixi, Wu Lingrong, Hong Lijie, Crystal, Claire

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Q1:   Kimmy is able to provide adequate scaffolding during the learning process. To start off, the adopted materials are relevant to students’ daily life. Although students might not able to illustrates those signs explicitly, they have the prior knowledge of what the MTR signs stand for. Moreover, the learning activities have been modified based on students’ interests and their learning ability. Before students conduct the drama play, two teachers demonstrate a short demo about the sign “No Diet”. After that, students are divided into groups and guess the meaning of different signs. These activities provide input and support for students in the following activities. Also, students could use comments or guided questions from teachers to adjust their performance. This would enhance their learning as they might think further about the topic (e.g. why MTR need to pose these signs? What if people do not obey the rules?) and deepen their knowledge of MTR signs.

Q2:    Kimmy might not able to effectively assess the children’s knowledge about the MTR signs at the discussion on their previous knowledge about MTR in the early stage. For one thing, Kimmy chose to use the method of group discussion to test children’s knowledge, while the knowledge of each child could not be marked down through the group discussion. Secondly, the way Kimmy use to present the correct understanding of the sign is to discuss the signs with them again, which could not able to perfectly know which students have understand and which have not. However, Kimmy may be able to assess through the performance of the children during the role play. As it could be observed through the drama that whether the children have got the meaning of sign right, the understanding of the sign would affect students’ performance in the drama. In conclusion, Kimmy might not able to assess to students’ previous knowledge of MTR sign efficiently, while she might be able to assess to the understanding of the acquired knowledge during the drama performing.

Q3:   In the peer assessment of smiley face, validity is not a must but reliability is requisite. The emphasis of this activity is students’ mutual evaluations on each others’ performance, which stimulate their critical reflection and provoke motivation for the further improvement. Who gets more positive feedbacks from classmates (validity) doesn’t matter, while whether students express authentic feelings towards others’ performance (reliability) does function as an effective support for learning, which diagnose potential learning problems on the target knowledge. Also, the peer assessment activity is organized in a comprehensible and practicable way which caters for the learning ability of kindergarten pupils.

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Qianru,Shi  Zimeng, zhang  Qinxin, Fan  Xinlin, Wu

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Qianru,Shi  Zimeng, zhang  Qinxin, Fan  Xinlin, Wu

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Q1：There are both strengths and weaknesses in the instruction and feedback. First, we think that there are some scaffoldings strategies in her lesson plan. Before the discussion activity among children, teachers employ a sign as demonstration by performing and explaining the ‘no diet’ sign in details, so that students can have better understanding on signs. However, a lack of scaffolding is also can be noticed. In the discussion part, when the teachers divide students into groups, there is no gist for grouping. Moreover, it is too demanding for young children to explore the unfamiliar signs without guiding questions or explanation.

Q2: First of all, teachers provide sufficient input to help students, for example, teachers guide the students and explain in the whole class discuss stage. Secondly, in the teacher evaluation form, general evaluation is included to evaluate students’ achievement. On the contrary, there are ineffective strategies. Even though there is group discussion, teachers cannot make sure that each student can fully participate in the class. As a result, teachers fail to assess students in an efficient manner. In the teaching evaluation form, more description should be included to tell the performance of students, instead of only ‘yes’ or ‘no’.

Q3: Different from traditional assessment, such as quiz and exam, performance on the stage can develop the confidence of students and deepen student understanding. BY conduction peer evaluation, learners can learn from their peers and improve their own words. On the other hand, by collecting and evaluating students’ work, teachers can modify and reflect on their own pedagogical approaches and teaching processes.

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Activity 1

Question 1 (Assessment for Learning): Students are required to conduct a small drama play after learning the signs of the MTR. However, the teacher cannot scaffold (provide suitable assistance to children) students comprehensively in the group activity. On one hand, teachers are to equipped students with necessary skills (knowledge of understanding the signs) before carrying out the drama play. After carrying out a short drama play performed by the teachers, followed by the instructional period, students should have a full understanding towards the signs used by the MTR company. Students are then conducted group activity to consolidate their knowledge of MTR signs. In this way, students can have an authentic experience of using signs to communicate and get a full picture of the meanings of the signs. On the other hand, however, feedbacks may not be enough for students. It is suggested that teachers should give a detailed comment towards not only students performance but also the meaning conveyed in the play. The teacher can also kindly remind students of meaning of the play. In this way, students can not only obtain peer opinions for improvement but also teacher’s feedbacks for knowledge consolidation.

Question 2 (Assessment of Learning): From the teaching plan, Kimmy can assess students’ knowledge about the MTR. For instance, students at the end of the lesson are required to conduct a drama play correctly performed the meaning brought by the MTR signs. Since each sign has specific meaning and they have been taught comprehensively in the lesson in the beginning, students are required to complete the task with some unconsolidated but learnt knowledge. By referring to the play, students are performing with great freedom. The students can use various way to perform with the situation given and match the meanings of the sign in the context. However, not every student can have a chance to perform in the play. Some students may not have a full picture in understanding the meanings of the sign. Therefore, we suggest that teachers can use other learning activities to check students’ understanding towards teaching content. For instance, using Kahoot! (An online learning application, which enables students’ participation with immediate response) to enable every student’s participation. This can ensure all students can have a full picture of what has been taught and teachers may understand the weaknesses of students in the lesson by the immediate responses provided by the students.

Question 3 (Assessment as Learning): Students are given chance to participate in a drama play at the end of the lesson to check their understanding towards the MTR signs (the teaching content of the lesson). Students need to chat with each other and coordinate with characters, what they are going to present and who will be the persons-in-charge of the performance. This involve all students’ participation in the play and in the communication process, students can have a deeper understanding towards the teaching content and gain improvements. As for the very simplest way of peer evaluation can enhance students’ thinking processes. These performances are stimulus for students to ponder over what they have learnt in the lesson, and also rethink the accuracy of messages conveyed in the play. Apart from the formal curriculum, in the informal curriculum perspectives, students can learn to think critically and appreciate others’ efforts in planning the drama, and construct positive feedbacks for them to improve in the future. This can establish a good learning attitude.